ENACTED ON THE SPOT 3 ELEMENTS

1. ENACTED ON THE SPOT3 ELEMENTS Demonstrating “Withitness” Acknowledging adherence to rules and procedures and applying consequences Demonstrating value and respect for all students

2. Learning Goal Participants will be able to understand and apply research-based strategies as they relate to Enacted on The Spot (elements 1-3) as they apply to the Teacher Observation/Evaluation Rubric.

3. Enacted on the Spot: Element #1 What will the IP do to recognize and acknowledge adherence or lack of adherence to rules and procedures? Demonstrating “Withiness” Continuously scans the classroom, recognizing and proactively addressing potential disruptions. Students’ actions demonstrate that they know the IP is aware of their behavior.

4. What Does The Research Say? “Withitness” means that a teacher demonstrates a balanced approach to managing the classroom as if the teacher “has eyes in the back of his/her head.” Teachers with withitness demonstrate that they know what is going on all over the classroom at all times. Withitness includes intervention to prevent disruptions in learning.

5. Element #1 Rubric • Highly Effective • Uses behaviors associated with “withitness” and monitors the effect on students’ behaviors. • Effective • Uses behaviors associated with “withitness.” • Developing/Needs Improvement • Uses strategy incorrectly or with parts missing. • Unsatisfactory • Strategy was called for but not exhibited.

6. Enacted on the Spot: Element # 2 What will the IP do to recognize and acknowledge adherence or lack of adherence to rules and procedures? Acknowledging Adherence to Rules and Procedures and Applying Consequences Rules and procedures are designed, posted, and consistently implemented. Student actions demonstrate that the IP consistently acknowledges adherence to rules and procedures, while applying and adapting consequences as needed. Adapts and creates new strategies and techniques for acknowledging adherence to rules and procedures consistently and fairly to address all student needs and situations.

7. What Does The Research Say? Rules, procedures, and consequences should be established at the beginning of a school year. Adherence to rules and procedures should be addressed frequently by the teacher and readdressed as the need arises. Students are more willing to be a positive influence during class time when they do a good job following rules and procedures. Including students in creating class rules and procedures can be helpful.

8. What Does The Research Say? • Disruptions associated with rules and procedures must be associated with consequences. • Consequences may include: • Punishment and reinforcement • Reinforcement—positive consequences • Punishment • No immediate consequence • A combination of both positive and negative consequences has been shown to be the best approach.

9. Element #2 Rubric • Highly Effective • Acknowledges adherence to rules and procedures consistently and fairly and monitors the extent to which these actions affect students’ behaviors. • Effective • Acknowledges adherence to rules and procedures consistently and fairly. • Developing/Needs Improvement • Uses strategy incorrectly or with parts missing. • Unsatisfactory • Strategy was called for but not exhibited.

10. Enacted on the Spot: Element #3 What will the IP do to communicate high expectations for all students? Demonstrating Value and Respect for All Students Works to establish effective relationships with students through positive verbal and non-verbal indications that they are valued and respected and monitors student impact. Consistently asks high level questions with the same frequency and depth of all students, monitors the quality of participation, and adjusts instruction accordingly.

11. What Does The Research Say? • “A teacher’s beliefs about students’ chances of success in school influence the teacher’s actions with students, which in turn influence students’ achievement.” (Marzano, 2007) • This is a critical part of the teacher/student relationship as it relates to learning. • Teacher beliefs about student learning affect the way students are treated,and thus can have a major impact on student learning. • “If I believed this student was completely capable of learning this content, what would I be doing right now?” (Marzano, 2007)

12. What Does The Research Say? “Low-expectancy students receive less attention than high-expectancy students.” (Marzano, 2007) Teacher’s tone of voice, ways that students are addressed, gestures, facial expressions all communicates to students how the teacher perceives them. Changing teacher behaviors associated with low expectations affects student achievement.

13. What Does The Research Say?Marzano, 2007 “Teachers wait less time for lows to answer questions.” “Teachers give lows answers or call on someone else to answer a question as opposed to trying to delve into the logic underlying the answer or improve on the answers of lows.” “Teachers give lows briefer and less informative feedback on their responses.” “Teachers fail to give lows feedback for public responses.” “Teachers generally pay less attention to lows and interact with them less frequently.” “Teachers generally demand less from lows.” “Teachers make less use of effective but time-consuming instructional methods with lows when instructional time is running out.”

14. What Does The Research Say?Marzano, 2007 “Teachers praise lows less frequently than highs for success.” “Teachers seat lows farther away.” “Teachers are less friendly with low-achieving students, including smiling less and using friendly non-verbal behaviors less.” “Teachers give lows less eye contact and nonverbal communication of attention and responsiveness, such as leaning forward and using positive head nodding.”

15. Element #3 Rubric • Highly Effective • Exhibits behaviors that demonstrate value and respect through effective relationships with all students and has the same high level of expectations for all students. • Effective • Exhibits behaviors that demonstrate value and respect through effective relationships with all students. • Developing/Needs Improvement • Uses strategy incorrectly or with parts missing. • Unsatisfactory • Strategy was called for but not exhibited.

16. Teaching Channel Video Resources: Elementary Prioritizing Classroom Management Positive Reinforcement Class Participation Engage - Motivate Students Reinforcing Learning Improve Student Focus Attention-Getting Signals ("Drumming Up Attention") Keeping Students Engaged

17. Teaching Channel Video Resources: Middle/High Prioritizing Classroom Management Positive Reinforcement Classroom Participation Engage - Motivate Students Reinforcing Learning Streamlining Classroom Procedures Attention-Getting Signals ("Drumming Up Attention") Attention-Getting Signals Keeping Students Engaged

18. Santa Rosa Video Links Elementary Middle/High

19. Additional information may be found in the Art and Science of Teaching, Marzano, 2007. Good Luck!